Having finished the Koran, our little Persian boy goes on to Persian books. These, too, he studies in much the same way as he did the Koran, but it is more useful, because now he understands what he reads. After plodding through the Koran it is a pleasant change for little Ghulam Husain to turn to the “War between the Cats and Mice” or the “Hundred Fables.” Later on he reads the poems of Hafiz and Sa’adi, and other great Persian poets. The Persians do not apparently think much of their own system of education, for they are always laughing at their schoolmasters. They have a story of a charvadar, or muleteer, one of whose mules strayed one day into a school. It was quickly driven out, and the muleteer claimed damages to the extent of half the value of a mule. The schoolmaster indignantly asked on what he based his claim. The muleteer turned to the crowd which had gathered to listen to the argument. “My beast,” said he, “went into his school a mule and it has come out a donkey.” You see, a donkey counts half a mule in caravan traveling, just as child counts half a person in train traveling. When a boy is caned in punishment he lies on his back and holds out his feet instead of his hands. Sometimes his feet are held in a kind of stocks while he is caned across the soles. They call it “eating sticks” or “eating wood.” (Mrs. Napier Malcolm in “Children of Persia.”) [Illustration: A PERSIAN BOYS’ SCHOOL AND THE FAVORITE MODE OF PUNISHMENT] EDUCATION, BULU TRIBE, AFRICA There is no more extraordinary feature of the work among the Bulu than the readiness with which this little forest creature submits himself to the discipline of school. From a heritage of liberty he comes to knock at the Mission door and to set his little jiggered feet upon the new way of order. He who came and went at will keeps the commandments of the school drum. He who has been bred to inter-tribal hatred eats out of the pot with his hereditary enemy. He earns his food in all honor under the Mission law of labor. He permits himself to be “tied” with “ten tyings” to a standard of conduct which is the reverse of his racial standards. In the rude school house, with his alphabet before him, or in the open, cutlass in hand, he performs daily acts of order and discipline, and these little tasks are regenerative. His little sister is beside him and subjected to the same process. The presence of the Mission in a Bulu community is a great blessing to a little girl. It is a kind of sanctuary and a police patrol. I cannot think that you would like to know from what perils it saves her.... Such little girls, following in the paths after their brothers, have come to own a slate, to own a primer, to ply a needle, to sleep at night in peace under a Christian thatch and in innocent company. (“Other Children” by Jean Mackenzie, Wom. For. Miss. Soc. Pres.) A GIRLS’ SCHOOL IN THE KURDISH MOUNTAINS